Integración de la competencia global con telecolaboración  en la formación del profesorado en contextos CLIL

Soraya Garcia-Esteban; Jozef Colpaert

doi:10.6018/red.491281

Autores/as

Soraya Garcia-Esteban https://orcid.org/0000-0002-7751-9877
Jozef Colpaert https://orcid.org/0000-0002-5307-8763

DOI: https://doi.org/10.6018/red.491281

Palabras clave: Global Competence, SDG, Educational Technology, Telecollaboration, Teacher Training, CLIL

Agencias de apoyo

Spanish Ministry of Science, Innovation and Universities

Resumen

La competencia global definirá el aprendizaje de las décadas venideras ya que comprende destrezas básicas para la vida y, sin embargo, se ha detectado escasa investigación sobre su valoración e integración en la formación del profesorado con tecnología educativa. Este proyecto tenía, por tanto, un doble propósito. Por una parte, explorar la competencia global de futuros docentes bilingües, tarea acometida a través del desarrollo de Objetivos de Desarrollo Sostenible (ODS) siguiendo un enfoque de aprendizaje integrado de contenidos y lenguas extranjeras (CLIL). El segundo era determinar métodos óptimos para la mejora e integración de esta necesaria competencia en el currículo. El proyecto se desarrolló con la colaboración de profesores en formación y en servicio matriculados en diversos programas de máster de dos universidades europeas en España y Bélgica. La investigación se realizó siguiendo un diseño de pruebas tipo pre-test / post-test con variados instrumentos de evaluación basados en el marco de la competencia global de la OCDE (2018). Los análisis cuantitativos mostraron que al trabajar los ODS para enseñar contenidos en diversas disciplinas con tecnología educativa, los participantes en el estudio mejoraron en varios dominios de la Competencia Global (adaptabilidad, apertura a la diversidad, toma de perspectiva), pero también disminuyeron en otras áreas (capacidad para interactuar en un mundo multicultural, respeto por otras culturas, capacidad para aceptar otra cultura). Tras la investigación cualitativa se concluye que, entre los principales métodos de enseñanza-aprendizaje revisados, la telecolaboración contribuye al desarrollo de acciones que permiten optimizar al menos cinco dimensiones de la Competencia Global. A pesar del reducido tamaño de la muestra y la complejidad que supone evaluar la competencia global, se espera que este estudio contribuya a la innovación educativa al presentar propuestas didácticas con herramientas telecolaborativas y un marco teórico para la evaluación y mejora de la Competencia Global del (futuro) profesorado.

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